Autobiographical Statement
My Ikigai: Aligning Dreams with Intention
In my undergraduate program, a professor once called me a “dreamer.” At the time, the label felt fitting; I was in the process of creating a college organization for science majors interested in veterinary medicine, something that did not yet exist but felt necessary. Over time, I reflected deeply on that word. Sometimes it felt dismissive, while other times I wore it as a badge of honor. I have come to believe that we are all dreamers to some extent, with ideas about what could be. What distinguishes us, however, is the intention, clarity, and courage required to transform a vision into tangible reality. This belief aligns closely with the Japanese concept of ikigai, meaning “reason for being.” Ikigai describes the intersection of what one loves to do, what one is skilled at, what the world needs, and what one can be paid to do. Instructional design has become the center of my ikigai, providing the structure and discipline necessary to focus my energy, align my passions with impact, and move ideas from vision to implementation. The M.Ed. in Instructional Design and Development at the University of Georgia, one of the top programs in the field under esteemed professors, offered the framework I needed to articulate and bring to life a vision I had been developing for many years.
Learning by Doing: A Journey Through Middle School Science
My academic journey began at Kennesaw State University, where I earned my middle grades science certification. During my time as a student, I quickly realized that hands-on experiences are essential for deep understanding. Teaching middle school science provided me with a rich environment to explore how students learn, struggle, and thrive. I embraced a philosophy of inquiry-based learning, ensuring that each lesson connected to real-world experiences while nurturing curiosity, critical thinking, and problem-solving skills.
Design Thinking in the Classroom: Human-Centered Approaches
Over time, my teaching evolved to include design thinking and human-centered approaches. I observed how incorporating empathy, ideation, prototyping, and iteration transformed student engagement. Students were empowered to explore questions, collaborate meaningfully, and reflect on their learning. This process reinforced my belief that education is not solely about content delivery but also about creating experiences that resonate with learners’ diverse needs and perspectives.
Bridging STEM and Accessibility
My passion for STEM education extends beyond traditional classrooms. I have focused on integrating accessibility and inclusion into every learning experience. Whether designing units on color vision deficiencies, light and optics, or biomedical engineering projects, I ensure that students consider diverse perspectives and practical applications. By humanizing science, I strive to make complex topics approachable, meaningful, and inclusive.
Reflection and Growth: Shaping a Vision
Looking back, I recognize that every experience—from undergraduate research and creating organizations to teaching and mentoring students—has shaped my approach to instructional design. Reflection allows me to continuously refine strategies, deepen empathy, and align my work with meaningful outcomes. Through this iterative process, I remain committed to empowering learners, fostering curiosity, and designing learning experiences that are both impactful and inclusive.
Looking Ahead: Purposeful Learning and Impact
My journey is ongoing, guided by a desire to make learning purposeful and transformative. By blending experience, reflection, and design thinking, I aspire to create educational environments where learners of all backgrounds can thrive, explore, and contribute meaningfully. I am dedicated to ensuring that every learning experience I design is intentional, equitable, and impactful, reflecting the lessons I have gathered throughout my personal and professional journey.
